An Empirical Study Of The Effect Of Process Writing Approach On Senior High School Students’ English Writing

Writing is one of the university entrance exam study project and the most important basic skills in high school English learning, because it can reflect the comprehensive ability of the students. So educators pay more attention to the teaching of writing. However the actual results of the pretest and the pre-questionnaire show that it is not optimistic concerning the present situation of English writing in the senior high school. The teachers find that students have no interest in English writing. In order to improve the situation of the present English writing teaching, the English teachers strive to apply a kind of writing approach by which the teachers can let the students to participate in the process of the writing teaching and make writing teaching classroom full of vigor and vitality. At the same time, they will focus on generating interest, improving writing abilities and promoting students’ effective writing. This paper aims to study the practical application problems of Process Writing Approach in English writing teaching in senior high school.Therefore, one hundred students of two classes, from Grade Two of Hongxinglong No.1 Senior High School in Heilongjiang Province, participate in three months of the experimental reform of teaching writing with the author. Class One(52 students) is selected as the experimental class and Class Two(48 students) is the control class. In the course of experiment, the author perform the Process Writing Approach to English writing teaching in the experimental class and program it as the following six steps: pre-writing, draft, peer reviewing, revising, teacher’ s feedback and final draft. Instruments includes the pretest, post-test, pre-questionnaire, post-questionnaire, composition, the author’ s notes and an interview after experiment about writing, which are used to collect the information for later analysis. The collected data are analyzed by SPSS 17.0.In this study, the author intends to prove that the Process Writing Approach is suitable for writing instruction in senior high schools. The purpose of this study is to explore the following questions:1. What effect does the Process Writing Approach have on students’ writing interests?2. Can the application of the Process Writing Approach in senior high school English writing instruction improve students’ writing ability?Through carefully analyzing research data, the results reflect that Process Writing Approach is able to stress the creativity of the individual writer and pay attention to the development of writing practice. Apart from this, the Process Writing Approach can help students to improve their interest effectively. They are ready to take part in English writing activities and enjoy the process. Above all, it can improve students’ writing abilities.The author recognizes the results and analyses of this study as a valuable reference for those who consider the implementation of the Process Writing Approach in their English writing instruction course. The efforts in this research could make great contributions to the undergoing reform in senior English writing instruction.In short, the Process Writing Approach is an effective method in English writing teaching, which can develop the writing abilities of students in senior high schools. Thus it deserves a further try.